- Nov 2016
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learning.ccsso.org learning.ccsso.org
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Standards for Writing
I think teachers should really focus on this in the classroom because when students get to college they will be writing a lot and the students should be well prepared for this when they get to college
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Staying on Topic Within a Grade and Across Grades:
I think looking back to this when I become a teacher will be really helpful because it give examples of books and as a new teacher I am unaware of all the great books out there!
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Reading Standards for Literature K–5
I like the way that this is set up it makes it easy to locate the grade and the specific standards
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Students Who are College and Career readyin reading, Writing, Speaking, Listening, and Language
I think teachers should tell their students the sub points it might be a way to motive the students
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What is not Covered by the Standards
I like how they include this and say "Standards should be regonized for what they are not as well as what they are"
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- Oct 2016
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www.frankserafini.com www.frankserafini.com
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Readers are individuals in society,unable to escape from the contexts in which they live and read, but capable of rendering uniqueinterpretations as they transact with particular texts at particular times.
YES! Through the text that students read they come up with their own interpretations due to what is going on around them.
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The issues raised during discussions ofcarefully selected pieces of children’s literature within the context of contemporary society can invitechildren to make connections to their lives and communities
I love this! In discussions our students may bring up a question and this is a great way to make connections to themselves and the world around them
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The classroom is no longer seen as an independent,neutral space, isolated from political agendas and cultural contexts; rather it is a part of society,influenced by the political, cultural, and historical forces contained therein.
The classroom is most definitely part of society and should not be isolated
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he teacher becomes a member of the discussion group, supporting theconversation, not simply asking comprehension questions and evaluating responses
As teachers we need to engage the students in these groups and keep the conversation going
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The instructional practices that align with a transactional perspective generally involve whole class orsmall group discussions and workshop
This is so important in an elementary classroom
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According to Morrow and Gambrell (2000, online summary), meaning “is a two-way process that residesin the transaction that occurs between the reader and text wherein the reader constructs a personalenvisionment of meaning that is guided by the text”
I like how they said it is a "two way process" becuase it really is...we read the words from the text and the reader makes meaning of it
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The Accelerated Reader and other programs and practices that align with a modernist perspectiveimpose a “premature closing” on children’s exploration of their responses to literature
I can see why this is a modernist perspective because students read for meaning and need to focus on comprehension
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Children’s literature may beconsidered an “add-on” to the primary reading instructional program, a frill available only to thosechildren who are able to get all their other reading “work” done.
While I have seen reading children's literature an option for students who finish their other "work" I think the students should have an allotted time just to read children's literature
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Reading practices based on this perspective are concerned with finding the best methods for teachingchildren how to read, where reading is defined as the ability to decode text, read aloud fluently, andcomprehend the main idea of a story.
It is critical to teach children the best methods on how to read!!
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critical perspective focuses on the ways that texts are constructed in social, political, andhistorical contexts, and on the ways in which these contexts position readers and texts and endorseparticular interpretations
It is important to focus on ways that texts can be constructed and as a teacher it is even more important that we teach these to our students
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In contrast, the transactional perspective is based on the belief that meaning is constructed in thetransaction between a particular reader and a particular text (Rosenblatt, 1978). Readers bring theirprior knowledge and experiences to bear on the reading event, and meaning is constructed during thetransaction between reader and text.
I agree with this. Every reader brings in their own meaning
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The modernist perspective is based on a belief that meaning resides in the text (Eagleton, 1996).Reading is conceptualized as an orchestrated set of transportable cognitive processes that individualreaders acquire through formal instruction and use to uncover that meaning
Every text has meaning its taking the time to determine that meaning
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Second, with today’s conservative political educational agenda, teachers are often forced to adoptreading programs that tell them how to teach, regardless of their beliefs and understandings.
While there are programs that tell us how to teach there are ways that we can adapt them to benefit each student
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Instead, literature can be used as a way of understanding the world, orappreciated as a work of art that has value in and of itself.
Children's literature can have so many teaching points whether its to learn about a new topic, for entertainment, learning new words, or to view it as a piece of work.
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teachers may lack the appropriate preservice coursework and in-serviceprofessional development necessary for effective implementation of quality literature-based readingprograms
As teachers it is very important for us to know about different literatures but to also be able to apply it into our lessons
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Without a substantial change in elementary teachers’ theoreticalperspectives concerning the roles that text, readers, and context play during the act of reading, therewill be little or no change in the way that children’s literature is used in the curriculum
As new teachers we will come into teaching with a better understanding on how to teach while there are teachers who have been teaching and need to change the ways that they use children's literature in the curriculum.
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It is no longer enough to fill the classroom with high-quality books and read aloud one or twoeach day. Reading aloud and creating a literate environment are necessary but insufficient forimplementing a literature-based approach to reading instruction. A shift in theoretical understandingsneeds to accompany this shift in instructional resources
It never should be enough to fill the classroom with high-quality books by just reading them to a class. Students need to be taught reading strategies etc.
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elementary teachersfrequently are forced to adopt instructional practices and commercialprograms that focus on decoding and comprehension strategies
I don't think teachers are "forced" while it may be required teachers know that they have to adopt these practices and programs to focus on specific reading strategies
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The neo-conservative backlash we currently find ourselves experiencingin the United States has resulted in changes in instructional approachesthat include children’s literature in the elementary reading curriculum
I think that instructional approaches that include children's literature is really important to elementary curriculum
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By themid-1990s, children’s literature had assumed a prominent place in theelementary reading curriculum in the United States,
I think children's literature is still a major part of reading curriculum.
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According to research reports, the amount of children’s literaturepublished and its use in elementary classrooms have expandedexponentially during the past two decades
This is so true! Children's literature is used a lot in elementary schools whether for fun or for learning
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- Jan 2016
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networkedlearningcollaborative.com networkedlearningcollaborative.com
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n order to decode and comprehend these words efficiently, students must be able to recognize and use meaningful word parts (such as prefixes or suffixes)
I think this is a critical aspect of learning how to read and learning what words say. It is important for the students to have an understanding of different prefixes and suffixes to completely understand some words.
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